English Translation and Interpretation | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | IMT366 | ||||
Course Name: | Second Language Learning Theories | ||||
Course Semester: | Spring | ||||
Course Credits: |
|
||||
Language of instruction: | |||||
Course Requirement: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Area Ellective | ||||
Course Level: |
|
||||
Mode of Delivery: | Face to face | ||||
Course Coordinator : | Assoc. Prof. FATMA AYLİN AKIN | ||||
Course Lecturer(s): | |||||
Course Assistants: |
Course Objectives: | This course introduces theoretical approaches to second language learning/acquisition. The course also covers neuro- and psycholinguistic factors in second language learning in naturalistic settings and in the classroom. |
Course Content: | This course consists of theories of first and second language acquisition, developmental stages and sequences of first and target language acquisition, comparison of second language acquisition in children and in adults, identification of the developmental sequences in first language acquisition, stages in second language morpho-syntactic development, processes in second language acquisition, learner characteristics and individual variation in ultimate attainment in second language acquisition and differences between second language acquisition and foreign language learning contexts. |
The students who have succeeded in this course;
1) Define the concepts of "first language”, “second language” and “foreign language” 2) Identify first language acquisition processes 3) Identify the basic concepts of second/foreign language acquisition 4) Explain the variables affecting the process of second/foreign language acquisition/learning |
Week | Subject | Related Preparation |
1) | Introduction to the course | |
2) | Acquisition vs. learning | |
3) | Basic concepts and theories of first language acquisition | |
4) | Behaviourist models | |
5) | Naturalistic models (innatism) | |
6) | Cognitive and connectionist models | |
7) | Phonological and morphological development of children | |
8) | Lexical, semantic and syntactic development of children | |
9) | Basic concepts and theories in second language acquisition/learning | |
10) | Simultaneous bilingualism | |
11) | Sequential bilingualism | |
12) | Factors affecting second language acquisition/learning | |
13) | Observation of second/foreign language classroom | |
14) | Revision |
Course Notes / Textbooks: | - Lightbown, P.M., & Spada N. (2009). How languages are learned. Oxford University Press. - Clark, E. V. (2009). First language acquisition. Cambridge University Press. - Gass, S. M., Behney, J., & Plonsky, L. (2020). Second Language Acquisition:An Introductory Course. Routledge. |
References: | - Lightbown, P.M., & Spada N. (2009). How languages are learned. Oxford University Press. - Clark, E. V. (2009). First language acquisition. Cambridge University Press. - Gass, S. M., Behney, J., & Plonsky, L. (2020). Second Language Acquisition:An Introductory Course. Routledge. |
No Effect | 1 Lowest | 2 Medium | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | To have the sufficient background in the field of translation and to use the theoretical and applied knowledge in translation | 1 |
2) | To find, define, formulate and solve the possible problems in translation and interpreting | 2 |
3) | To select and use the technical equipment in the applications of translation and interpreting; to be able to use simultaneous interpreting booth equipment | 2 |
4) | To analyse, criticize and comment on translated texts | 2 |
5) | To access information and to do research in line with that; to use databases, translation programs and other information resources | 5 |
6) | To develop efficient individual and group working skills; to take responsibility | 5 |
7) | To build efficient verbal and spoken communication skills; to establish fluency in English and to acquire at least one foreign language | 5 |
8) | To build the awareness for life-long learning; to catch the developments in science and technology and to sustain continuous personal development | 5 |
9) | To gain the awareness of professional and ethical responsibility | 3 |
10) | To build awareness about project management and the rights of employees and the legal consequences of translation and interpreting applications | 2 |
11) | To build awareness about the universal and societal dimensions of translation and interpreting applications and to be informed about the problems of the contemporary world | 1 |
Anlatım | |
Beyin fırtınası /Altı şapka | |
Bireysel çalışma ve ödevi | |
Course | |
Okuma | |
Homework | |
Problem Çözme | |
Proje Hazırlama | |
Soru cevap/ Tartışma |
Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) | |
Homework | |
Uygulama | |
Bireysel Proje | |
Sunum |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 0 |
Homework Assignments | 10 | % 20 |
Project | 1 | % 20 |
Midterms | 1 | % 30 |
Final | 1 | % 30 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
total | % 100 |
Activities | Number of Activities | Aktiviteye Hazırlık | Aktivitede Harçanan Süre | Aktivite Gereksinimi İçin Süre | Workload | ||
Course Hours | 14 | 3 | 42 | ||||
Study Hours Out of Class | 14 | 6 | 84 | ||||
Presentations / Seminar | 1 | 5 | 5 | ||||
Homework Assignments | 10 | 4 | 40 | ||||
Midterms | 1 | 2 | 2 | ||||
Final | 1 | 2 | 2 | ||||
Total Workload | 175 |